ERIC EJ1107607: Perceptions Regarding the Efficacy and Use of Professional Portfolios in the Employment of Teachers

2011·0.22 MB·English

by  ERIC

International Journal of ePortfolio 2011, Volume 1, Number 1, 95-106

http://www.theijep.com ISSN 2157-622X

Perceptions Regarding the Efficacy and Use
of Professional Portfolios in the Employment of Teachers

Jerry Whitworth Thomas Deering and Samuel Hardy Steven Jones
Texas Woman’s University Augusta State University Missouri State University

This study explored the perceptions of school administrators and teacher educators regarding the
effective use of portfolios in the process of hiring new teachers. Three questions helped to focus this
study: (1) What are the perceptions of school administrators and teacher educators regarding the
value and use of portfolios in the employment of teachers? (2) What are the perceptions of school
administrators and teacher educators regarding the quality and accuracy of teaching portfolios in
documenting applicants' teaching skills? (3) What are the perceptions of school administrators and
teacher educators regarding the problems and barriers in the use of teaching portfolios in the hiring
process? Advantages and disadvantages regarding portfolios as an effective tool in the hiring process
were identified along with several barriers to their more extensive use. Both teacher educators and
school administrators reported that a high percentage of new teacher candidates are still using more
traditional paper-based portfolios rather than ePortfolios. From the study emerged a clearer picture
of how professional ePortfolios might be more effectively developed and used in the teacher
interview and employment process to overcome some of the barriers identified by participants to the
effective use of portfolios.

Over the last several decades, institutions of higher study increased their engagement in the exploration of
education have increasingly seen the value of portfolios an expanded range of career options.
as part of their academic programs. Portfolios are
viewed as a way of determining not just how much The Increasing Use of Electronic Portfolios
students know, but also how they are able to apply and
use what they know. A number of writers have As the growing sophistication of technology makes
attempted to define and describe the professional digital portfolios more prevalent, the professional
portfolio (Amirian & Flanagan, 2006; Goldsmith, 2007; literature has turned its attention to an examination of
Lorenzo & Ittelson, 2005). Yao, Thomas, Nickens, the ePortfolio (Bowers, 2005; Buckridge, 2008; Lin,
Downing, Burkett, and Lamson (2008) described a 2008; Moss, 2008; Ntuli, Keengwee, & Kyei-Blankson,
portfolio as "a systematic and purposeful collection of 2009). An electronic portfolio has been described by
work samples that document student achievement or Abrami and Barrett as "a digital container capable of
progress over a period of time" (p. 10). storing visual and auditory content including text,
The use of portfolios cuts across a wide range of images, video and sound" (p. 2). A variety of
disciplines and professional fields, including writing, advantages to the digital portfolio have been described
communication, business, medicine, technology, and in the literature. Willis and Wilkie (2009) noted that,
teacher education. (Mittendorff, Jochems, Meijers, & "Although similar to hard-copy portfolios, digital
Brok, 2008; Newman, Cohen, Asaro, & Spalding, 2004; portfolios offer enhanced benefits to this digital
Nikirk, 2008; Oradini & Saunders, 2007; Ross, generation of students by giving them creative options
Maclachlan, & Cleland, 2009). It is especially in the for transferring experiences into interactive, meaningful
areas of employment and career advancement that displays of performance" (p. 74).
portfolios have increasingly been promoted as an Garis (2007), observing the growth of technology
essential element for success. Soon-to-be new college is so many areas of higher education, concluded that the
graduates are encouraged, prompted, and instructed in use of the traditional paper-based employment materials
the proper development and presentation of their is quickly becoming out of date. He stated, “Emerging
professional portfolio as documentation of their electronic portfolios hold great promise to change the
professional skills and accomplishments. national and international landscape in offering new
Various studies have focused on the value of Internet-based tools to support college student career
portfolios in career development and advancement development. Specifically, career-related e-portfolios
(Tubaishat, Azzedine, & Al-Rawi, 2009; Willis & enable students to understand, develop, chronicle, and
Wilkie, 2009; Woodbury, Addams, & William, 2009). communicate their career attributes to others" (pp. 3-4).
For instance, Borgen, Amundson, and Reuter (2004) Goldsmith (2007) discussed a number of
conducted a study of public service employees in advantages of a digital-based portfolio as compared to
Canada involved in career portfolio development the paper-based portfolio. The electronic portfolio
workshops. Results indicated that participants in the reduces the need for multiple loose-leaf binders and file
Whitworth, Deering, Hardy, and Jones Professional Portfolios in Teacher Employment 96

folders and a more efficient and effective means for Ma & Rada, 2006; Milman, 2005; Strudler & Wetzel,
keeping track of items over an extended period of time. 2008), their use as a tool for hiring purposes has not
The electronic portfolio is much more flexible, allowing been as widely explored (Evan, Daniel, Mikovch,
for convenient viewing over place and time and it Metze, & Norman, 2006; Moss, 2008; Reese, 2004;
allows the portfolio to be more genuine. Perhaps the Takona, 2003). Studies that have been done on the use
greatest value of the electronic portfolio noted by of electronic portfolio in the teacher employment
Goldsmith is that it has greatly expanded, and continues process have indicated mixed advantages and
to expand, the idea of what a portfolio is and can be. disadvantages (Booty, 2008; Mosley, 2005;
Strawhecker, et al., 2008; Temple, Allan, & Temple,
The Use of Electronic Portfolios in Teacher 2003; Theel & Tallerico, 2004).
Education Although previous studies have indicated that
teacher education students believe electronic portfolios
In many ways teacher education has been a leader to be of use in the employment process, many of them
in the promotion and use of the earlier paper-based also believe that principals tend not to view them
portfolios and the more recent ePortfolios (Boody, (Wetzel and Strudler, 2006). On the other hand,
2009; Boody & Montecinos, 1997; Fox, White, & Kidd, Achrazoglou, Anthony, Jun, Marshall, and Roe (2002)
2011; Martin-Kniep, 1999; Moss, 2008; Salzman, conducted a national study that surveyed more than 500
Denner, & Harris, 2002; Stemmer, Brown, & Smith, hiring officials in school districts across the country
1992; Strudler & Wetzel, 2008, 2005; Zubizaretta, regarding what they would like to see in the ePortfolios
1994). Teacher education programs and their students of teacher candidates. They reported that, "Seventy-
utilize portfolios for a number of purposes and the nine percent of respondents stated that a job seeker's
format and structure of those portfolios has steadily eportfolio can be a significant selection tool along with
evolved along with the growth of technology (Bartlett, references, credentials, transcripts, resume and cover
2002; Gathercoal, Love, Bryde, & McKean, 2005; letter, and interviews" (p. 20).
Strudler & Wetzel, 2008; Mullen, Britten, & In his 2009 study, Boody conducted phone
McFadden, 2007). A variety of benefits of portfolios in interviews with career services personnel at 15
teacher education have been identified (Milman, 2005; universities. The individual interviewed at each
Reese, 2004) and there are a number of uses to which institution was identified as the person who spent the
portfolios are put in teacher education programs. most time with teacher education candidates. Results of
(Bullock & Hawk, 2001; Fox, White, Stephen, & Kidd, the survey indicated that, although prospective
2011; Strawhecker, Messersmith, & Balcom, 2008; employers did not require portfolios from teacher
Strudler & Wetzel, 2005). applicants, they were often looked at when brought to
Wetzel and Strudler’s 2008 study used case the interview. Respondents believed that portfolios
methodology to determine the perspectives of teacher allowed prospective employers to see applicants as
education faculty and administrators regarding individuals and gave them an opportunity to "stand out
electronic teaching portfolios. Structured interviews from the crowd" and showcase their skills. Boody
were conducted with teacher education faculty, concluded, "Perhaps most useful of all is that creating a
administrators, and teacher candidates at six portfolio helps them (students) take stock of
universities. Among the advantages of electronic themselves. Indeed, it serves mainly to organize
teaching portfolios noted by teacher education faculty themselves and reflect on as they prepare ahead" (p.
were a variety of opportunities for students to reflect 69).
and learn, a better understanding on the part of students Mosely (2004/2005) collected information from
of the program's teaching standards, better access by 252 school administrators who reported being involved
faculty to student work, and increased communication in the teacher employment process. Of those
with students. The disadvantages found included an responding, 85% reported that they use portfolios in
increase in time and effort for implementing the some capacity during the hiring process. Of those
electronic portfolio process and incompatibility with administrators who did not use portfolios as part of the
some of the goals, values and needs of the faculty in hiring process the two most common reasons cited were
regard to curriculum and academic freedom. These the lack of time and the unstructured nature of
same advantages and disadvantages have been portfolios.
identified by other writers for electronic portfolios Strawhecker, Messersmith, and Balcom's 2008
(Barrett, 2000; Devlin-Scherer, 2003; Fox, et al., 2011; study involved 37 principals in one Midwestern state
Mosely, 2005; Moss, 2008; Takona, 2003). and included administrators from both public and
While the literature identifies several uses of private schools. Participants were asked to respond to a
portfolios in teacher education (Barrett, 2000; Bullock questionnaire regarding the advantages and
& Hawk, 2001; Carney, 2004; Devlin-Scherer, 2003; disadvantages of using portfolios in the teacher hiring
Whitworth, Deering, Hardy, and Jones Professional Portfolios in Teacher Employment 97

process. In general, respondents felt that portfolios answer, depending upon the nature of the item. The
allowed them to gain a more comprehensive final survey item was an open-ended response item
understanding of an applicant's actual teaching ability which allowed participants to provide any comments or
and organizational skills. Administrators also liked the observations related to the use of portfolios in the
convenience of being able to go back and view portions teacher hiring process.
of the portfolio again as part of the hiring decision. Using websites, attendance lists from professional
Some of the findings from Mosely's study mirrored conferences, and state education agencies we compiled
those of Temple, et al. (2003). In that study, school a list of e-mail addresses of teacher educators from
administrators also noted the time factor as a drawback universities in Texas, Georgia, South Carolina,
to using portfolios in the employment process. One Missouri, and Illinois and another list of the e-mail
suggestion administrators made was the possibility of a addresses of practicing school administrators in the
two-tiered portfolio, one containing a number of items same states. In all, we identified a total of 988 teacher
and one that would include only a few very carefully educators and 624 school administrators. We sent an e-
selected items. mail request to everyone on both e-mail lists explaining
the purpose of the study along with a link to the online
Purpose of Study survey. In addition, we sent a follow-up request
approximately one month later to the e-mail addresses
Currently, the majority of teacher education of those who had not yet accessed the online survey.
programs appear to be requiring students to develop and The survey settings did not allow the names or e-mail
maintain professional portfolios, in particular electronic addresses of individual participants to be linked to
or ePortfolios. One of the main purposes given by specific responses to the survey.
teacher education programs for this requirement is the
use and value of the portfolio in the employment Results
process. However, it is unclear from the literature if
school administrators who are making hiring decisions Of the 988 requests for participation sent to teacher
have the same beliefs and perceptions regarding the educators 127 responded, a rate of 12.8%. Of the 624
value and use of portfolios as do the teacher education school administrators invited to participate, 41
faculty who are requiring the development of those responded, a participation rate of 6.5%. Participants'
portfolios. This study's focus was to answer three responses were analyzed and compiled into frequencies
questions regarding the teaching portfolio's value and and percentages for each survey item. Tables were
use in the teacher employment process. The questions developed to assist in the analysis and interpretation of
explored were: the survey results.
One of the survey questions asked respondents the
1) What are the perceptions of school type of portfolio format used most often by those
administrators and teacher educators regarding teaching candidates who provide teaching portfolios.
the value and use of portfolios in the Table 1 displays the responses of participants to that
employment of teachers? question. There are several somewhat surprising
2) What are the perceptions of school observations to be made in regard to these data. There
administrators and teacher educators regarding is a large difference between the percentage of digital
the quality and accuracy of teaching portfolios portfolios that teacher educators believe their graduates
in documenting applicants' teaching skills? are using in the hiring process and the percentage that
3) What are the perceptions of school administrators report are being used (50.5% to 17.5%).
administrators and teacher educators regarding According to respondents to this survey, a high
the problems and barriers in the use of percentage of teacher candidates are still presenting the
teaching portfolios in the hiring process? more traditional, paper-based portfolios.
There could be a number of reasons why school
Method administrators in this study did not report ePortfolios
being used by the majority of teacher candidates. It
To answer these questions we developed a survey could be that teacher preparation programs use
instrument consisting of twenty-one items using ePortfolios for other purposes, but do not put as much
PsychData (http://www.psychdata.com). We selected stress on them as an employment tool. It could be that
these items from a review of the literature and from our teacher candidates do not feel as comfortable using
own experiences in working with teacher education digital portfolios in job interviews and prefer to use the
students and school administrators involved in hiring more traditional paper-based portfolios. Another reason
teachers. Survey items used a variety of formats could be that this study did not differentiate between
including ranking, rating, multiple choice and short portfolio usage by newly graduating teacher candidates
Whitworth, Deering, Hardy, and Jones Professional Portfolios in Teacher Employment 98

Table 1
Most Common Portfolio Format Used by Teaching Candidates
Question Teacher Educators School Administrators
Of those teacher candidates who Website: 34 (33.0%) Website: 2 (5%)
provide a portfolio during the CD/DVD: 18 (17.5%) CD/DVD: 5 (12.5%)
interview and employment process Print: 51 (49.5%) Print: 34 (82.5%)
what format is the most common?

Table 2
Perceptions Regarding the Use of Portfolios in the Teacher Hiring Process
Question School Administrators Teacher Educators

Required: 0% Preferred: 20% Required: 4% Preferred: 15%
Do schools prefer that prospective
teachers provide a portfolio
Neutral: 73% Other: 7% Neutral: 68% Other: 13%

Great deal: 3% Equal: 17% Great deal: 15% Equal: 37%
How much weight do you give the
portfolio in the hiring process?
Some weight: 58% Little: 22% Some weight: 38% Little: 10%

In the past five years have you
Significant: 29% Some: 6% Significant: 15% Some: 37%
seen an increase in newly
graduated teachers submitting a
Same: 24% Decrease: 5% Same: 38% Decrease: 10%
portfolio?
How much input have school
Great deal: 0% Some: 6% Great deal: 4% Some: 29%
administrators provided to local
universities regarding the use of
Little input: 15% None: 79% Little input: 37% None: 30%
teacher portfolios?
Are universities in your area
All are: 9% Most are: 50% All are: 17% Most are: 43%
promoting the development and
use of portfolios for their teacher
Half are: 21% Most aren’t: 21% Half are: 26% Most aren’t: 14%
education students?
Note: For the first question, school administrators listed "Do not have time" under the "Other" category and teacher educators listed "Don't want
them" under the "Other" category.

and older, more experienced teacher candidates who consideration as several other factors. One interesting
may be more likely to use paper-based portfolios. observation is that teacher educators appear to be more
Table 2 shows the results of participants' responses negative than school administrators in regard to how
to five survey items regarding the use and importance much weight is given to teacher portfolios. More than
of portfolios in hiring teachers. These data describe the twice as many teacher educators, percentage-wise,
relative perceptions of school administrators and perceived portfolios as having little or no weight in the
teacher educators regarding how often portfolios are hiring process. Another observation from the data in
used in the hiring process, how much weight they are Table 2 is the seeming disconnect between school
given and the interaction between school and teacher administrators and teacher educators regarding the input
preparation programs in the portfolio process. The school administrators have in the use of teacher
perceptions of school administrators and teacher portfolios. Administrators overwhelmingly perceived
educators were very similar on most of these items. their input to be fairly negligible, while teacher
Both groups agreed that the majority of schools do not educators saw administrators as having substantially
require portfolios as part of the teacher hiring process more input into the use of portfolios.
and only a relatively small percentage reported a Table 3 displays the results of participants'
preference for teacher portfolios in hiring new teachers. responses to survey items regarding the quality and
School administrators and teacher educators agreed value of portfolios in making teacher hiring decisions.
that portfolios are given weight in hiring decisions, As can be seen from this table teacher educators and
although it is clear that portfolios are not given as much school administrators tended to agree that a portfolio
Whitworth, Deering, Hardy, and Jones Professional Portfolios in Teacher Employment 99

Table 3
Perceptions Regarding the Quality and Value of Teacher Portfolios

Statement Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree
I believe I get a clear and accurate
sense for the kind of teacher a
TE: 9% TE: 37% TE: 40% TE: 11% TE: 3%
person is, or will be, based on what I
SA: 4% SA: 28% SA: 32% SA: 28% SA: 8%
see in his or her portfolio.
Most of the portfolios I see are well- TE: 6% TE: 40% TE: 37% TE: 10% TE: 7%
organized, creative, and interesting. SA: 5% SA: 49% SA: 44% SA: 00% SA: 2%
Most of the portfolios I see contain
appropriate artifacts which do an
excellent job documenting and TE: 9% TE: 39% TE: 38% TE: 10% TE: 4%
expressing the applicant's SA: 8% SA: 33% SA: 51% SA: 08% SA: 0%
qualifications to be an excellent
teacher.
Note: TE = Teacher Educators; SA = School Administrators

can accurately reflect a teacher candidate's teaching substantial weight in the hiring process, as this item
ability and skills, although there is not strong was ranked second by both groups.
agreement on this point from either group. Teacher Third in importance is the actual experience an
educators were somewhat more certain than school applicant has had as a teacher. According to
administrators regarding the accuracy of the portfolio respondents, those involved in hiring teachers want to
in documenting a candidate's relative effectiveness as know if an applicant has actually demonstrated that he
a teacher. or she is an effective teacher. On the fourth item the
Both groups agreed on the quality of portfolios in two groups differed. Teacher educators perceived
terms of their appearance, format, and technical information from previous teacher employers to be the
components. There was substantial agreement that next most important factor, but administrators ranked
portfolios are well-organized, creative, and interesting personal characteristics ahead of this item.
and that they contain appropriate artifacts. The results Administrators evidently have confidence in their
displayed in Table 3 appear to support many of the ability to make hiring decisions based upon their
comments made by both school administrators and personal perceptions of the candidate during the
teacher educators on the open-ended survey item. On interview.
that item, several respondents from both groups On the fifth most important factor school
expressed their belief that portfolios tend to be administrators and teacher educators differed
technically sound and attractive, but that they do not somewhat. Teacher educators placed the reputation of
always accurately reflect the quality of an applicant's the teacher preparation program as fifth in importance
teaching skills. while school administrators placed information from
It appears evident from the results described in previous teacher employers in that spot.
Table 3 that school administrators and teacher Portfolios were ranked seventh in importance by
educators see value for portfolios in teacher hiring teacher educators and eighth in importance by school
decisions. However, they did not perceive portfolios administrators. This indicates a belief that portfolios are
as having greater or even as great a value as other useful in the teacher hiring process, but that they are not
factors. So, exactly how important is the portfolio to as useful as other, more direct, and objective sources of
the teacher hiring process in relation to other factors? information.
Table 4 sheds some additional light on this question. Respondents to the open-ended item of this
According to this study both school administrators and survey were grouped into three categories depending
teacher educators viewed direct observation of the upon which of the three study questions was addressed
candidate in a teaching situation to be the most by the comment. School administrators and teacher
important factor in the decision to hire. According to educators shared similar views and perception in a
both school administrators and teacher educators, how number of areas, but also revealed some unique
teacher applicants respond to direct questions observations based on their different experiences and
regarding teaching during a personal interview carries perspectives.
Whitworth, Deering, Hardy, and Jones Professional Portfolios in Teacher Employment 100

Table 4
Importance of Factors Considered in Teacher Hiring
Ranking Teacher Educators School Administrators
First Direct Observation Direct Observation
Second Personal Interview Personal Interview
Third Amount and Type of Previous Teaching Amount and Type of Previous Teaching
Experience Experience
Fourth Information from Previous Teacher Personal Characteristics
Employers (personality, dress, demeanor)
Fifth Reputation of Teacher Preparation Program Information from Previous Teacher
Employers
Sixth Personal Characteristics Casual Conversation with Others Regarding
(personality, dress, demeanor) Students Skills and Performance
Seventh Portfolio References from Professors
Eighth Casual Conversations with Others Regarding Portfolios
Students' Skills and Performance
Ninth References from Professors Reputation of Teacher Preparation Program
Tenth Cover Letter and Resume' Cover Letter and Resume'
Eleventh GPA in Education Classes GPA in Education Classes
Twelfth References from Non-Education Employers References from Non-Education Employers

Perceived quality and accuracy of teaching
portfolios in documenting applicants' teaching skills. Many respondents reported this perceived lack of
Several school administrators noted that, although there authenticity to be a major drawback to the value of
is definite value in using portfolios to make hiring teacher portfolios for employment purposes:
decisions, they do not believe that portfolios give an
accurate indication of an applicant's teaching ability. • Portfolios are cumbersome to an interview
The following comments by school administrators are committee and with the vast majority of
reflective of this belief: portfolios being compiled as a college course
requirement they are strikingly similar and tell
• While they are a good tool that allows a me very little.
prospective teacher to showcase some of their • They focus on organization, glossy photos,
skills, they are not a particularly effective pretty bulletin boards, well-written papers,
measure of how that person will perform in the glowing student teaching reviews from
classroom. supervisors, and a portfolio that was polished
• Portfolios are not that valuable as a measure of for a grade. They give me very little relevant
a teacher's potential success in interacting with information about a candidate. I prefer to not
and teaching children. be given a portfolio by a candidate.

Even teacher educators, who it would be presumed Some administrators see the use of ePortfolios as one
play an important role in how teacher candidates way of overcoming this hesitancy regarding the ability
structure their portfolios, found this to be a of portfolios to accurately reflect teaching ability.
problem:
• I believe electronic portfolios are best and
• It has been my experience (and, to be honest, it should include a brief video clip of the teacher
has been a while since I have seen or judged candidate teaching in a real classroom setting.
teachers based on portfolios) that candidate-
chosen items for the portfolio often present Problems/barriers regarding the portfolio in the
little more than a dog-and-pony type of employment process. In addition to the perceived lack
snapshot. of authenticity, many respondents reported other
• They are too prescribed and the students are barriers in the use of portfolios for teacher employment.
selecting artifacts to meet requirements (not A serious problem identified by both administrators and
best work).
Whitworth, Deering, Hardy, and Jones Professional Portfolios in Teacher Employment 101

teacher educators was that of time, as described by • I see portfolios as a benefit to the teacher
several school administrators: candidate in that it gives them language and
examples by which they can answer interview
• Actually it's a bit frustrating when a candidate questions. If they can talk through the
brings their portfolio to the interview. There is benchmarks of the portfolio, they will make an
little time to peruse the material and I hate to impression with the principal and/or grade
keep it. A digital portfolio would be ideal for level team.
me. • We have used portfolios for several years, but
• While portfolios may be a great tool for the they have not been instrumental in the hiring
evaluation of teaching candidates, the logistics process. We are going digital this semester and
of reviewing full portfolios becomes difficult I hope that the students will be more
when dealing with large numbers. Electronic comfortable using them as part of the
portfolios would be preferable. application process.

This concern was also shared by teacher educators: As one school administrator pointed out, the portfolio
can serve as a very valuable complement to the
• My administrators rarely look at my student interview process:
teachers' portfolios - they say they don't have
the time. • Portfolios are a nice addition to a strong
• Some teachers have overwhelmingly large interview as evidence of things (hopefully)
portfolios--big time overkill. heard and discussed in the interview process.

Value and use of the portfolio in the teacher However, portfolios are not considered useful as a
employment process. Despite their concerns, a number stand-alone component in the interview or employment
of respondents did report that they see the teacher process:
portfolio as a useful tool in the employment process,
but varied in their perceptions of how useful. Some • Portfolios are a great tool, when the candidate
teacher educators considered portfolios as helpful in can speak to the document. It is not the
giving prospective teachers a slight advantage in the document that presents a person, yet it can
employment process as illustrated by the following help to indicate the level of instruction,
comments: knowledge, and practice that they have
received in preparation for the classroom.
• I believe portfolios are useful tools for the (School Administrator)
employment process especially with a • I think that portfolios, especially the
narrowing of the field of applicants. electronic ones, are helpful to a prospective
• Electronic portfolios, aside from affording the employer. However, it doesn't begin to
candidate a creative and organized way of replace the face-to-face response to questions
presenting his/her outstanding qualities, also that indicate the person's philosophy. A
reveal the candidate's ability to effectively use written philosophy is one thing; the actual
technology. beliefs are shown more in actions and
responses to well crafted questions. We
This value was also shared by a number of school encourage our students to create electronic
administrators responding to the survey. As several portfolios that paint a picture of them as a
administrators noted, professional that can be previewed pre or post
interview. (Teacher Educator)
• Portfolios help give the interviewer a sense of
what the teacher has done in the classroom. I Administrators and teacher educators reported that the
think it also gives a frame of reference for the portfolios' biggest value in the employment process was
interview. its use in self-reflection:
• A portfolio would help us to know what level
that person would be able to proceed to once • Portfolios are important for self reflection.
she/he has been assigned a classroom. Portfolios are valuable for novice teachers in
developing a comprehensive model of their
This perception was also echoed by some teacher work and pre-work. (School Administrator)
educators,
Whitworth, Deering, Hardy, and Jones Professional Portfolios in Teacher Employment 102

• We do not use our portfolio as an interview Respondents in this study perceived portfolios as
portfolio. It is a progress portfolio, providing a helping employers to get a better overall picture of
context for the teacher candidate to reflect on teacher applicants. Respondents also reported that
personal professional development. Teacher portfolios can help give school administrators a frame
Educator) of reference when interviewing candidates and can also
• The portfolio is a way for the candidate to assist in reviewing and evaluating candidates after the
reflect upon their teaching and also to explain interview process is completed.
it to the rest of the teaching community. One conclusion that could be drawn from this
(Teacher Educator) study is that teacher applicants may derive more value
from portfolios than do those who are involving in
Perhaps the overall benefits of teacher portfolios was hiring teachers. Respondents in this study noted the
summed up by one teacher educator who commented, value of portfolios in helping prospective teachers
reflect on their abilities and skills and to anticipate and
• The development of the portfolio can be a organize answers to possible interview questions. In
powerful process for interview preparation as this regard the portfolio can be an excellent tool for
the candidate reflects on what he/she knows, teacher applicants in preparing for job interviews. This
believes and can do in relation to teaching. It agrees with other writers, such as Milman (2005), who
structures the practice of articulating in noted the value of a portfolio in helping applicants
professional terms the candidate's skills and develop self-confidence in their teaching skills.
experience. It also provides the faculty with Another value of the portfolio as indicated by this
program assessment information. study is that it can provide applicants with the
opportunity to distinguish themselves from the
Discussion applicant field by the type and quality of their portfolio
items and by using the portfolio to highlight their
One limitation of this study is the low response rate strengths as a teacher. This agrees with Boody's (2009)
of 12.8% for teacher educators and 6.5% of school finding that "a major value of portfolios for students is
administrators. However, a large initial pool of that they can help close the sale and showcase their
prospective participants was initially assembled in skills" (p. 69).
anticipation of a low response rate and the participation
does represent a fairly wide range of institutions, school Question 2: What are the perceptions of school
administrators and teacher education faculty. administrators and teacher educators regarding the
Another limitation was discussed earlier in regard quality and accuracy of teaching portfolios in
to the lack of differentiation between newly graduated documenting applicants' teaching skills?
teacher candidates and those that have been teaching for
a while. This limitation makes it difficult to analyze the Respondents in this study reported that portfolios
possible reasons for the apparent preference for paper- were, in general, pleasing in appearance and usually
based portfolios as opposed to ePortfolios. impressive in their design and format; however,
In regard to the questions posed by this study, the respondents did not necessarily see that as a positive
following conclusions can be drawn. factor. Respondents reported a certain sameness or
"cookie cutter" appearance to many portfolios that,
Question 1: What are the perceptions of school while technically attractive, did not necessarily give
administrators and teacher educators regarding the them confidence in the portfolio's accuracy in
value and use of portfolios in the employment of documenting the applicant's teaching ability. This is
teachers? consistent with Theel and Tallerico (2004) who found
that principals in their study perceived a "sameness" in
The findings of this study indicate that school the content and format of portfolios presented by
administrators and teacher educators agree that there is teaching applicants.
value in using portfolios in the teacher hiring process.
While both groups acknowledge the usefulness of Question 3: What are the perceptions of school
portfolios, both see them as one of several tools to be administrators and teacher educators regarding the
used in teacher employment decisions. In this regard, problems and barriers in the use of teaching
the present study was in agreement with Achrazoglou, portfolios in the hiring process?
Anthony, Jun, Marshall, and Roe's 2002 study in which
79% of their participants viewed an ePortfolio as a Respondents in this study identified several
useful tool for teacher employment. problems with the use of portfolios in the hiring process
and several barriers to their effectiveness. The one
Whitworth, Deering, Hardy, and Jones Professional Portfolios in Teacher Employment 103

problem mentioned most often was the skepticism those items, issues, and formats most useful and
regarding portfolios' accuracy in demonstrating the beneficial to school administrators.
applicants' actual teaching skills and ability. The fact
that applicants self-select items for the portfolio and can 3. This study indicates that there is often a
structure and present it in a way that puts them in the tendency to go a little over the top in the "bells and
best possible light creates doubts among hiring whistles" that are included in teaching portfolios.
personnel regarding the confidence that can be placed Teaching applicants may be trying a little too hard
in the portfolio. to impress prospective employers with their
Another significant problem identified was that of creativity and style, rather than on accurately
time. Both teacher educators and administrators see documenting their teaching skills and ability in the
time as a major barrier to the use of portfolios. School most authentic way possible. While portfolios
administrators are very busy people and the process of should be well-organized, thorough, interesting,
interviewing and hiring teachers is limited by serious and easy to read, the focus should remain on their
time constraints. This makes it very difficult for them to true purpose, which is to accurately document the
give more than a cursory review of applicants' teaching candidate's preparation to be a successful
portfolios. This was consistent with what other studies teacher.
have also revealed about the use of portfolios in the
hiring process (Allan & Temple, 2003; Strawhecker, et 4. School administrators in this study did not
al., 2008). report much involvement or input in the design and
development of portfolios in teacher education
Recommendations programs. Involving them more in a meaningful
and continuous manner may result in portfolios that
The purpose of this study was to determine the are more useful and valuable to them in hiring
perceptions of teacher educators and school applicants.
administrators regarding the value and use of portfolios,
in particular ePortfolios, in the hiring of teachers. 5. Respondents reported that portfolios have
Based on the results of this study, a number of value in the employment process, but they are only
recommendations can be made that may improve the one tool in that process. Teacher educators should
value and the use of teaching portfolios in the work with their students, along with input from
employment process. school administrators, regarding the portfolio's
place in the hiring process. Rather than a separate,
1. School administrators and teacher educators stand-alone component it should be integrated into
both reported time as being a major barrier to the the total interview and hiring process. For instance,
effective use of portfolios in the process of teacher some respondents noted that the real value of the
employment. As a result, teacher applicants should portfolio is in how well the applicant could
reduce the amount of time it takes school articulate what the portfolio says about their
administrators to view portfolios. This could be teaching skills. By not focusing on just the
done by being more selective in the items included development of the portfolio, but also on how to
to reduce the size of the portfolio and make items use the portfolio, teacher applicants may be able to
more focused on those areas that more accurately increase the value of the portfolio as an
document teaching skills and ability. Teacher employment tool.
educators should work with their students to insure
that efficiency and the "time factor" is a major 6. A number of the issues and barriers discussed
consideration in the development of portfolios for regarding the effective use of portfolios in the
employment. teacher hiring process could be alleviated with
more wide-spread use of ePortfolios as opposed to
2. It was noted by a number of respondents that paper-based portfolios. For instance, the time
portfolios serve other purposes in addition to their factor could be controlled much better with
use in the employment process. In that regard, ePortfolios, particularly those that are web-based.
teacher educators should work with their students The digital and hypermedia capabilities of such
to produce various forms of their portfolios for portfolios can make the selecting, organizing and
different purposes. Rather than try to make a one- viewing of portfolio items much more efficient.
size-fits-all portfolio, teacher applicants could The criticism regarding "sameness" of format could
design various versions of their portfolios for also be better addressed by the use of ePortfolios as
specific purposes including a version focused on opposed to paper portfolios. Easily available
Whitworth, Deering, Hardy, and Jones Professional Portfolios in Teacher Employment 104

technology tools offer an almost endless array of Devlin-Scherer, R. (2003). Preservice professional
options for presenting and viewing ePortfolios. employment portfolios for middle school. Essays in
Finally, the flexibility afforded by ePortfolios Education, Department of Education, University of
makes it much easier for teacher candidates to South Carolina-Aiken.
shape and focus their portfolios for specific Evans, S., Daniel, T., Mikovich, A., & Norman, A. (2006).
audiences and employment settings. The use of technology in portfolio assessment of
teacher education candidates. Journal of Technology
References and Teacher Education, 14(1), 5-27.
Fox, R. K., White, C. S., & Kidd, J. K. (2011). Program
Abrami, P. C., & Barrett, H. (2005). Directions for portfolios: Documenting teachers' growth in
research and development on electronic portfolios. reflection-based inquiry. Teachers and Teaching:
Canadian Journal of Learning and Technology, Theory and Practice, 17(1), 149-167.
31(3). Retrieved from http://www.cjlt.ca/index. Garis, J. W. (2007). e-Portfolios: Concepts, designs,
php/cjlt/article/viewArticle/92/86 and integration within student affairs. New
Achrazoglou, J., Anthony, R., Jun, M. K., Marshall, J., & Directions for Student Services, 199.
Roe, G. (2002). A white paper on performance Gathercoal, P., Love, D., & McKean, G. (2005).
assessment in teacher education: The Iowa ePortfolio Establishing the culture & realizing the promise of
model. Retrieved from http://news- Webfolios in education. Journal of Interactive
releases.uiowa.edu/2002/october/1030eportfolio.html Instruction Development, 17, 3-18.
Amarian, S., & Flanigan, E. (2006). Create your digital Goldsmith, D. J. (2007). Enhancing learning and
portfolio: The fast track to career success. assessment through e-portfolios: A collaborative
Indianapolis, IN: JIST. effort in Connecticut. New Directions for Student
Barrett, H. C. (2000). Electronic teaching portfolios: Servicies, 119.
Multimedia skills + portfolio development = Lin, Q. (2008). Preservice teachers' learning
powerful professional development. Paper experiences of constructing e-portfolios online.
presented at the Society for Information Internet and Higher Education, 11, 194-200.
Technology and Teacher Education International Lorenzo, G., & Oblinger, D. (2005). An overview of e-
Conference, San Diego, CA. portfolios. Educause Learning Initiative. Retrieved
Barrett, H. C., & Wilkerson, J. (2004). Conflicting from http://net.educause.edu/ir/library/pdf/ELI3001.pdf
paradigms in electronic portfolio approaches. Ma, X., & Rada, R. (2006). Individual effects of a web-
Retrieved from http://electronicportfolios.com/ based accountability system in a teacher education
systems/paradigms.html program. Journal of Computing in Teacher
Boody, R. E. (2009). Career services perspectives on Education, 22(3), 111-119.
the use of portfolios in the teacher employment Martin-Kniep, G. O. (1999). Capturing the wisdom of
process: A survey. Education, 130(1), 67-71. portfolios: Professional portfolios for educators.
Boody, R. E., & Montecinos, C. (1997). Hiring a new Alexandria, VA: Association for Supervision &
teacher? Ask for a portfolio. Principal, 77(1), 34-35. Curriculum Development.
Bowers, S. E. (2005). The portfolio process: Questions Milman, N. B. (2005). Web-based digital teaching
for implementation and practice. College Student portfolios: Fostering reflection and technology
Journal, 39, 754-758. competence in preservice teacher education
Buckridge, M. (2008). Teaching portfolios: Their role students. Journal of Technology and Teacher
in teaching and learning policy. International Education, 13(3), 373-396.
Journal for Academic Development, 13(2), 117- Mittendorff, K., Jochems, W., Meijers, F., & Brok, P.
127. (2008). Differences and similarities in the use of
Bullock, A. A., & Hawk, P. P. (2001). Professional the portfolio and personal development plan for
portfolios for practicing teachers, Bloomington, career guidance in various vocational schools in the
IN: Phi Delta Kappa Educational Foundation. Netherlands. Journal of Vocational Education &
Borgen, W. A., Amundson, N. E., & Reuter, J. (2004). Training, 60(1), 5-9.
Using portfolios to enhance career resilience. Mosely, C. (2004-2005). The value of professional
Journal of Employment Counseling, 41, 50-59. teaching portfolios to prospective employers:
Carney, J. (2004). Setting an agenda for electronic School administrators' views. The Professional
portfolio research: A framework for evaluating Educator, 27(1&2), 58-72.
portfolio literature. Retrieved from http://it.wce. Moss, G. (2008). Developing a critical lens among pre-
wwu.edu/carney/Presentations/AERA04/AERAres service teachers while working within mandated
earchlit.pdf performance-based assessment systems. Teacher
Education and Practice, 21(2), 146-159.